Title: Preliminary design and implementation of embedding information literacy into an undergraduate engineering course
Authors: Hathairat Kunakornsakul; Pichet Pinit; Raghu Echempati
Addresses: Division of Learning Innovation and Technology, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi, 126 Pracha-Uthit Road, Bang Mod, ThungKhru, Bangkok 10140, Thailand ' Division of Learning Innovation and Technology, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi, 126 Pracha-Uthit Road, Bang Mod, ThungKhru, Bangkok 10140, Thailand ' Department of Mechanical Engineering, College of Engineering, Kettering University, 1700 University Ave. Flint, Michigan, 48504, USA
Abstract: Engineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses.
Keywords: information literacy; self-directed learner; modular learning; learning outcomes; instructional design; feedback; reflection; machinery and design; engineering students.
International Journal of Innovation and Learning, 2019 Vol.25 No.3, pp.237 - 266
Received: 12 Jan 2018
Accepted: 10 May 2018
Published online: 15 Feb 2019 *